Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

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Overview

This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms.

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Editorial Reviews

Linda Keteyian
"This is a much-needed addition to the science teacher’s library. Our students’ inability to comprehend the written word in science text is the single biggest hindrance to their continuing in their studies, andthus the primary reason we often lose them after elementary school."
Sally Koczan
"This book addresses an issue that is like an elephant in the room. Everyone knows that reading is an issue in science, butultimately no one is teaching students to read science."
Jenny Sue Flannagan
"Finally, a book that not only provides sound research, but also offers practical, ready-to-use reading and vocabulary strategies to connect reading and science!"
Stephen P. Norris
"Reading and writing can no longer be optional extras in the science classroom. This work shows how the demands of reading scientific texts differ from those of reading literary texts, clarifies the features of scientific text that must be learned so that it's readable, and describes the tools teachers need to teach reading in science."
Briana Nurse
"This must-read book sets the standard for teaching reading comprehension with expository text! I havealreadyimplemented some of the activities mentioned with great success."
Larry D. Yore
"This book embeds literacy tasks into science inquiry to enhance the functionality of instruction, support the construction of understanding, and develop a fundamental sense of science literacy. This results in fuller participation in the public debate about issues of science, technology, society and environment, which in turn leads to informed decisions and sustainable actions."
Sara Charbonnet
"My first thoughts were, 'I’m not one of those teachers who teaches science by reading out of the book.' Sneaking the strategies in Language and Literacy in the Inquiry Based Science Classrooms, Grades 3-8 convinced me that students couldlearn science and improve their literacy skills without taking away from my curriculum. The methods and ideas in this book are useful, non-threatening and helpedme apply language practices that enhance science."
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Product Details

  • ISBN-13: 9781412988421
  • Publisher: SAGE Publications
  • Publication date: 9/7/2010
  • Pages: 150
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.50 (d)

Meet the Author

Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students’ literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.

Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning where she teaches courses in children's literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children's responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children's Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children's Literature Assembly Board.

Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers’ positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers’ and counselors’ expectations and African American girls’ self-perception as science and mathematics learners.

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Table of Contents

Foreword

Acknowledgments Sandra K. Abell Abell, Sandra K.

About the Author Sandra K. Abell Abell, Sandra K.

About the Co-Authors Sandra K. Abell Abell, Sandra K.

1 Teaching Science as Inquiry Sandra K. Abell Abell, Sandra K. 1

Inquiry-Based Science Sandra K. Abell Abell, Sandra K. 2

Language and Literacy in Inquiry-Based Science Sandra K. Abell Abell, Sandra K. 14

Overview of This Book Sandra K. Abell Abell, Sandra K. 17

2 The Challenges of Science Reading Sandra K. Abell Abell, Sandra K. 18

What Does It Take to Comprehend a Text? Sandra K. Abell Abell, Sandra K. 18

Linguistic Challenges of Science Reading Sandra K. Abell Abell, Sandra K. 22

Conclusion Sandra K. Abell Abell, Sandra K. 32

3 Using Trade Books to Support Science Inquiry Sandra K. Abell Abell, Sandra K. 34

Why Read Trade Books in Science? Sandra K. Abell Abell, Sandra K. 35

Award-Winning Science Trade Books Sandra K. Abell Abell, Sandra K. 36

Becoming Familiar With the Format of Science Trade Books Sandra K. Abell Abell, Sandra K. 37

Using Trade Books to Empower Science Learning Sandra K. Abell Abell, Sandra K. 41

Conclusion Sandra K. Abell Abell, Sandra K. 48

4 Learning Language, Learning Science Sandra K. Abell Abell, Sandra K. 49

Building a Language-Rich Science Curriculum Sandra K. Abell Abell, Sandra K. 51

Developing Vocabulary Knowledge Sandra K. Abell Abell, Sandra K. 52

Learning About Nouns Sandra K. Abell Abell, Sandra K. 61

Disentangling Discourse Sandra K. Abell Abell, Sandra K. 69

Conclusion Sandra K. Abell Abell, Sandra K. 75

5 Scaffolding Reading Through Strategy Instruction Sandra K. Abell Abell, Sandra K. 77

Reading Strategy Instruction and Text Comprehension Sandra K. Abell Abell, Sandra K. 78

Reading Strategy Instruction in Action: A Vignette Sandra K. Abell Abell, Sandra K. 79

Bootstrapping Comprehension: Activating and Integrating Prior Knowledge Sandra K. Abell Abell, Sandra K. 81

Monitoring Comprehension: Promoting Thinking During Reading Sandra K. Abell Abell, Sandra K. 86

Consolidating Comprehension: Organizing Information From Text Sandra K. Abell Abell, Sandra K. 92

Principles and Practice of Reading Strategy Instruction in Science Sandra K. Abell Abell, Sandra K. 97

Conclusion Sandra K. Abell Abell, Sandra K. 102

6 Learning to Write and Writing to Learn in Science Sandra K. Abell Abell, Sandra K. 103

Why Write in Science? Sandra K. Abell Abell, Sandra K. 103

Learning to Write Scientifically Sandra K. Abell Abell, Sandra K. 104

Writing to Learn in Science: An Instructional Framework Sandra K. Abell Abell, Sandra K. 111

Implementing the Writing-to-Learn-Science Instructional Model Sandra K. Abell Abell, Sandra K. 113

Classroom Activities That Promote Writing to Learn Science Sandra K. Abell Abell, Sandra K. 115

Conclusion Sandra K. Abell Abell, Sandra K. 127

Endnotes Sandra K. Abell Abell, Sandra K. 128

References Sandra K. Abell Abell, Sandra K. 134

Index Sandra K. Abell Abell, Sandra K. 145

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